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Peer reviewedLaflamme, John G. – Journal of Adolescent & Adult Literacy, 1997
Finds that high school students (grade 10) who were exposed to the Multiple Exposure Vocabulary Method in combination with the Target Reading/Writing Strategy received a significantly better verbal score on the Preliminary Scholastic Aptitude Test than students who received more traditional instruction. (SR)
Descriptors: Comparative Analysis, Grade 10, High Schools, Instructional Effectiveness
